Ensino de física e o combate ao negacionismo científico no ensino médio

Abstract

The present study aims to analyze how the Physics teacher can/should do to combat scientific denialism in the context of High School. It is known that one of the great challenges of science is to develop methods that make it possible to understand reality, differentiating from dogmatic issues and guesswork. Thus, there is a need to verify how the Physics teacher can contribute to high school students to have knowledge about the concepts and physical performance in their daily lives, making learning meaningful. Denialism has become a retrograde and reactionary attitude that consists of denying something that is part of the broad consensus. Examples of denialism are the idea that science is built by geniuses, that women do not have the capacity to be scientists and the only culture capable of producing science is the Eurocentric one. Through bibliographic research with secondary data collection, in books, scientific articles and academic works, seeking to understand what scholars say about the role of the teacher and the school in the fight against scientific denialism. Faced with the different types of denialism: epistemological, political and humanitarian, it is concluded that it is a harmful measure to the collectivity and intentional, being harmful to democracy and coexistence in society. Misconceptions about science contribute to the risk to the health and physical integrity of human beings, such as the denial of the effectiveness of vaccines and preventive measures against covid-19.